Main priorities of communicative language teaching in philological directions

  • Teacher, Department of Integrated Course of English Language, Uzbekistan State World Languages University

DOI

https://doi.org/10.47689/2181-1415-vol4-iss1-pp98-103

Keywords

CLT , macro skills , role plays , target language , text , task , TEFL

Abstract

This scientific article describes the effective methods and principles of communicative language teaching, shows the use of communicative methods in teaching foreign languages and what methods and techniques are available in teaching communicative language. The article shows that the organization of teaching activities in foreign languages is based on a number of methods

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References

Bowen, T. (2004a). The communicative classroom. Retrieved February 22, 2004.

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7thed.). Abingdon: Routledge.

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Kerka, S. (2002). Teaching adults: Is it different? Retrieved March 17, 2004.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: Oxford University Press.

Littlewood, W. (2000). Communicative language teaching: an introduction. Cambridge: Cambridge University Press.

Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. Unpublished master dissertation, the University of Illinois.

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Robinson, J., & Selman, M. (2000). Partnerships in learning: Teaching ESL to adults. Toronto: Pippin Publishing Corporation.

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Published

Main priorities of communicative language teaching in philological directions

How to Cite

Khatamova , V. (2023). Main priorities of communicative language teaching in philological directions. Society and Innovation, 4(1/S), 98–103. https://doi.org/10.47689/2181-1415-vol4-iss1-pp98-103